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Tati D. Wardi
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Muslim Education Review
Published by Universitas Islam Internasional Indonesia
ISSN : 28291867     EISSN : 29626463     DOI : https://doi.org/10.56529/mer
Core Subject : Education, Social,
Social Sciences Other
Focus: is to engage in concepts, practices, and policies of education in Muslim world.  Scope: is to address issues concerning curriculum and teaching, policy, and pilosophical underpinning educational practices in the Muslim world.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 6 Documents
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Search results for , issue "Vol. 4 No. 2 (2025)" : 6 Documents clear
Examining the Roles of Education Civil Society Organizations in Supporting Tertiary Enrollment in Indonesia: A Case Study of the Suryanara Foundation Araminta, Lavinia DW; Dinutanayo, Wimba W
Muslim Education Review Vol. 4 No. 2 (2025)
Publisher : UIII Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56529/mer.v4i2.522

Abstract

This study addresses the low tertiary educational attainment in Indonesia despite the critical role of higher education in societal development. The research aims to assess the contribution of an Indonesian Civil Society Organization (CSO), specifically the Suryanara Foundation, through its mentoring program, Adik Asuh Suryanara, on tertiary enrollment. The study utilizes a case study research design focusing on the organized mentoring program, examining both objective outcomes (tertiary enrollment achievements) and subjective outcomes (participant perceptions). Data collection involved document analysis and a survey conducted among program participants. Results indicate that a significant majority of scholarship awardees successfully enrolled in universities, primarily in state institutions and highly-ranked universities across various disciplines. This achievement is coupled with the perceived personal development of the program participants in terms of the creation of a college-going culture, instrumental and communicative learning, role modeling by mentors, and a sense of community establishment among participants. The study suggests the essential roles of the Suryanara Foundation as an advocate for distributive justice, an agent of empowerment, and a collaborator in supporting tertiary enrollment in Indonesia. By evaluating the effectiveness of the CSO-led mentoring program, this research contributes to the CSO literature towards strengthening the roles of CSOs in enhancing tertiary education access and quality.
EFL Teachers’ Technological Pedagogical Content Knowledge (TPACK) Competence in Indonesian Madrasahs: A Post-Pandemic Analysis Hakim, M. Arif Rahman
Muslim Education Review Vol. 4 No. 2 (2025)
Publisher : UIII Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56529/mer.v4i2.523

Abstract

This study explores the Technological Pedagogical Content Knowledge (TPACK) competence of English as a Foreign Language (EFL) teachers in Indonesian madrasa during the post-pandemic era. Using a descriptive qualitative design, data were gathered from ten English teachers across five provinces (Banda Aceh, Bengkulu, Salatiga, Palangkaraya and Kendari) through semi-structured interviews, classroom observations and field notes. Data were analyzed thematically through coding, categorization and interpretation aligned with TPACK dimensions. Findings reveal that teachers at the Madrasah Ibtidaiyah (MI) and Madrasah Tsanawiyah (MT) levels generally exhibit limited integration of technology in teaching, while those at Madrasah Aliyah (MA) demonstrate higher TPACK competence. The study underscores the role of institutional support, teacher training and resource availability in shaping teachers’ technological readiness. The results provide valuable insights for policy makers and educators seeking to strengthen TPACK-based instruction in Islamic educational settings.
Role of Head Teachers in Sustaining Academic Continuity Amidst Smog in Southern Punjab, Pakistan Hayat, Khizer
Muslim Education Review Vol. 4 No. 2 (2025)
Publisher : UIII Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56529/mer.v4i2.524

Abstract

Recently, smog has emerged as an environmental danger due to climate change to the lives of people in Punjab, Pakistan; it harms children’s health, causing breathing and lung diseases, disrupting school schedules, and results in study loss. This study explores the role of head teachers in sustaining academic continuity in government primary schools in southern Punjab during school closures caused by smog season. This qualitative research uses case study design to explore specific strategies head teachers employ to overcome the study loss. The study investigates how school leaders use their leadership qualities, proactive planning, and coordination to ensure the continuity of teaching and learning within their schools. We used semi-structured interviews with two school heads of public primary schools in southern Punjab. Documents’ analysis was also employed from the health Department Punjab, and The Punjab Environment Protection and Climate Change Department. The study found that head teachers can use leadership skills to handle educational crises posed by smog. The main recommendations are that school leaders can play a significant role in saving students’ valuable time by leveraging leadership skills and the effective use of technology and remote learning teaching methods, even in the absence of funding, so school leaders can make a huge difference with existing resources. The results suggest that relevant authorities should take serious policy measures to encourage and train school heads.
The Contributing Dimensions and Elements of Maqasid Sharia to the Well-Being in Pesantren Mubarak, Darihan
Muslim Education Review Vol. 4 No. 2 (2025)
Publisher : UIII Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56529/mer.v4i2.525

Abstract

This research aims to identify the factors that contribute to well-being in Islamic boarding schools (pesantren) using the six-dimensional Maqasid al-Sharia approach, specifically by exploring the key elements in the dimensions of the well-being of maqasid sharia from a pesantren’s perspective. This research uses a mixed-method study. The qualitative analysis was employed through interviews with kiai, ustadz/ustadzah, supervisors, and pesantren owners. Quantitative research was carried out by distributing online surveys, and SPSS was used to determine the internal consistency and the most critical dimensions based on Cronbach’s alpha value and mean score. Through in-depth interviews, it was found that there are 56 elements of well-being in the six dimensions of maqasid sharia. The author also found that safeguarding religion and safeguarding intellect are the two most vital dimensions in pesantren. However, all six dimensions play a critical role in supporting the well-being of pesantren. In practical terms, this model provides policy makers and leadership at the pesantren level with guidance on implementing holistic well-being through curriculum development, character building and organizational policy. Methodologically, the study illustrates the usefulness of qualitative conceptualization, supplemented by quantitative prioritization, in developing culturally grounded models of Islamic well-being. Further studies are recommended to confirm and extend the model across other Islamic educational settings.
Education as a Catalyst: School-Based Strategies to Prevent Child Marriage in Lombok, Indonesia Suliyana, Suliyana; Waeji, Insof
Muslim Education Review Vol. 4 No. 2 (2025)
Publisher : UIII Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56529/mer.v4i2.526

Abstract

Child marriage as a pressing issue in Indonesia significantly impacts education, economic and societal dynamics. This study focuses on the Lombok region, a place with a high prevalence of child marriages; investigating its factors, impacts, and strategies. Utilizing a qualitative case study design, data were collected from deep interviews with teachers across five schools in Lombok. Findings reveal that cultural traditions, alongside economic challenges and lack of family support, contribute to this practice. Child marriage has an impact on education, fosters psychological problems, and perpetuates poverty. Furthermore, all dimensions from both factors to impacts have a high correlation with education. Education interventions play a significant role in addressing this practice. Strategies such as school-community collaboration, parental involvement, and additional activities are highlighted, though their effectiveness is hindered by deep-rooted cultural norms. Despite challenges, schools are crucial in promoting awareness, fostering education, and supporting systems for at-risk youth. This study headlines the need for comprehensive policies integrating education and socio-economic support to prevent child marriage in Lombok comprehensively. It contributes to understanding localized contexts.
Designing assessment for inclusion: How does culture fit in? Tai, Joanna Hong-Meng
Muslim Education Review Vol. 4 No. 2 (2025)
Publisher : UIII Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56529/mer.v4i2.527

Abstract

Inclusion is important in higher education, and therefore should be an important consideration within assessment. Over time, the focus of who should be included in higher education has evolved, starting with disability inclusion, and broadening to various aspects of social inclusion. In the context of increasingly internationalized higher education, one contemporary consideration is that of culture. However, what culture is and how it might be accounted for within assessment has not been the focus of prominent scholarly work. This paper undertakes a scoping literature review to establish what is already known, and to offer directions for future work. Through the review, two design principles are developed which speak to the broader movement towards assessment for inclusion. Though culture is ill-defined within the literature, this may be more important to consider within local contexts rather than at a conceptual level. Future research could profitably focus on generating empirical evidence regarding the outcomes of assessment designs which are culturally inclusive, and exploring the implications of implementation for educators and institutions.

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